Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Other
Location: Melbourne - Northern suburbs
Reference: 1501722
Hazel Glen College is located in the City of Whittlesea, one of Melbourne¿s fastest growing municipalities. Hazel Glen College has an active and integral role in the ongoing development of the Doreen community hub.
The College commenced at the beginning of the 2014 school year with 143 students. Growth of the College was rapid, with the College growing to a current size of 2,200 students and 250 staff.
During 2025, the College has transitioned to a Primary P-6 and Secondary 7-12 model. A Child Family Centre, comprising, kindergarten, extended day care, playgroups, intervention services, maternal health centre and various other community service groups, co-located on the school site, creates an exciting and innovative early childhood education precinct.
The College vision, One College - Everyone Matters, leads the direction for our community. It is the expectation of all staff across the College to guide students and develop skills, attitudes and values required to fully participate in the rich educational journey at the College and life in the 21st century.
Hazel Glen College enjoys outstanding physical resources that provides students with the best possible educational opportunities. The modern facilities and teaching and learning practice represent an exciting opportunity for students and parents and establishes the College¿s culture, values and nature.
Hazel Glen College is committed to the academic and personal growth of every student.
A focused curriculum, dedication to innovation and a culture of care and support, allows us to meet this commitment. A balanced and comprehensive curriculum constantly challenges students to extend their learning. In providing 21st Century teaching and learning, there is a strong focus on student agency in learning and a comprehensive STEAM education program across the College.
Our aim is to challenge students to be the very best they can be and importantly, assist every student to reach their potential. Teaching the skills needed for a fulfilling life in the 21st Century, and supporting a love of learning that goes well beyond the classroom, is actively embraced by our College.
SC1. Qualifications and Professional Knowledge
Relevant tertiary qualifications in art therapy, or a related discipline. Demonstrated knowledge of therapeutic and restorative practices to support the wellbeing and engagement of children and young people within an educational setting.
SC2. Demonstrated Experience Supporting Vulnerable Young People Through Therapeutic Practice
Proven experience providing therapeutic interventions and counselling support to vulnerable young people, including those with complex needs, trauma backgrounds, or experiencing disadvantage. Demonstrated ability to apply trauma-informed and strengths-based approaches to build trust, promote emotional safety, and enhance engagement and participation in learning.
SC3. Program Delivery and Therapeutic Practice
Demonstrated experience in planning and delivering evidence-based social and emotional learning programs that foster self-regulation, resilience, and positive relationships. Ability to apply a therapeutic lens when supporting students individually and in group settings.
SC4. Collaboration and Teamwork
Capacity to work effectively as part of multidisciplinary teams, including Care Teams and the broader teaching and learning team. Ability to provide wellbeing insights that inform classroom practice and contribute to improved engagement, attendance, and academic outcomes.
SC5. Child Safety, Record Keeping, and Professional Practice
Strong commitment to child safety, equity, inclusion, and cultural safety. Demonstrated ability to maintain accurate, detailed, and timely case notes and reports in line with school and departmental requirements, while upholding confidentiality and professional boundaries.
SC6. Interpersonal, Organisational, and Personal Attributes
Excellent interpersonal, written, and verbal communication skills with students, families, and staff. Demonstrated reliability, strong work ethic, and organisational skills, with the ability to prioritise workload, adapt to changing demands, and work both independently and collaboratively.
Range 3 is distinguished by the introduction of management responsibility and accountability for the delivery of professional support services. The role will usually impact beyond the work area or professional field. It seeks to gain cooperation of other staff members or members of the school community to achieve specific objectives, such as in school administration, operations or educational programs.
Direction on targets and goals is provided but the position will have some degree of latitude in determining how they are achieved. This latitude will generally be limited by standard procedures and school policy. Deviation from standard procedures and school policy will require guidance and direction from senior management.
The provision of business management responsibilities becomes a feature at range 3. Management of staff to achieve the expected outcomes is a key responsibility. Staff management issues will be resolved with minimal reference to senior management, although guidance will be required in more complex cases. Senior management will be provided with timely reports and advice, although this will generally be confined to matters relating to the immediate work area, service provision or educational program and is unlikely to impact substantially on whole of school operations.
This is the minimum range for positions that carry a mandatory qualification requirement of not less than four years. Professional student support positions become a feature at range 3 (e.g. therapists, psychologists) where standard professional services are delivered. Professional support and guidance will be close at hand and deviation from standard procedures and school policy will require guidance and direction from senior management.
An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students cannot be required except where it is an integral part of the employee¿s position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.
What we are looking for:
To be considered for the role and be successful in it, we¿re looking for someone who has the following key skills and experiences:
An approach for improving and sustaining mental health and social-emotional wellbeing using the arts and creative media, facilitated by a suitably qualified therapist.
Therapists use art, media and the creative process, including drawing, sculpting, writing, dance and movement, to facilitate the exploration of feelings, improve self-awareness and reduce anxiety.
Can help young people to increase their self-esteem, develop interpersonal skills and healthy coping skills, resolve conflicts and manage behaviour.
Key Responsibilities
Responsible for maintaining accurate, detailed, and up-to-date case notes and internal school data base system notes.
Perform other duties as directed by the Wellbeing or Leadership Teams.
Qualifications: Masters in Arts Therapy and registration with the Australian, New Zealand and Asian Creative Arts Therapies (ANZACATA) or pathway that match registration requirements with ANZACATA. Bachelor and postgraduate degree in arts therapy that match registration requirements with the Psychotherapy and Counselling Federation of Australia (PACFA).
The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via [email protected]
Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.
Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department's Values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the department values is available at:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
Link to Hazel Glen College Child Safe Code of Conduct
https://www.hgc.vic.edu.au/policies/
Applications should include:
Please attach application containing the following:
1. A cover sheet providing the name of the applicant, record number (where appropriate), home address and telephone number, telephone number of the school(s) or location where the applicant can be contacted, the position you are applying for and the vacancy number of the position
2. Specific Key Selection Criteria response
3. A CV with a summary of experience and qualifications
4. The names, email address and contact details of three referees who can provide information regarding the applicant in relation to the key selection criteria.